My views, knowledge and understanding of the concept and application of literary learning (LL) has certainly evolved during ETL402. At the start of the subject I knew reading was important for children to be successful, engaged citizens, and I already had a love of children’s literature, as discussed in my initial blog post. However, I wasn’t entirely clear on what exactly LL was. I have only really put all the pieces to the puzzle together in this final assessment.
It was inspiring to read, view and consider the range of fiction included in module 2A, and I became thoroughly lost down the rabbit hole of various genres and formats in children’s literature. In the discussion forum for module 2A.2b, I discussed a favourite picture book, which supports the F-6 science curriculum, which I hadn’t realised could be classified as literary nonfiction (LNF), a hybrid branch of fiction. Working towards the first assessment, it was exciting to consider the research of Browning (2021) and Larison (2018), who have theorised that LNF contributes to the development and retention of conceptual understandings in relation to history and science curriculums. Evidence continues to build on the power of narrative structures and the literary arts to support student engagement and connection with their world, and to build empathy and respect for others (Cornett, 2014; Harper, 2016). Certainly, what the world needs now.
Engaging with cultural diversity through children’s literature is a significant topic and an exciting trend in publishing. TLs must be advocates for embracing challenging texts in school, to meet the needs of LGBTQIAP+ students, as discussed by Kostakis (2018). I’ve been particularly interested in Indigenous Australian literature, and shared some favourite texts in module 2B.1a forum, and innovative digital texts in module 4.1 forum, such as the Indigital Storytelling app. The voice of Indigenous Australians are finally being published, shared and heard. It would seem that children’s literature has the potential to enact social change.
Defining and differentiating between transliteracy and multiliteracies in modules 4 and 5 proved challenging. I appreciated the discussion instigated by Sally Allen’s module 5 forum post, and included a multiliteracy strategy that used digital technology and drama in the module 5.3 forum, in an attempt to better understand the concepts. I do believe, however, that there is a cross-over in terminology, as they are often used synonymously. Regardless, we live in a world where being multiliterate and transliterate is the way of the future. Being literate first, however, will always be a focus for primary school teachers and TLs.
My understanding of literary learning finally came to fruition as I completed further readings around literature-based teaching and learning, reader-response and socio-cultural theories of learning. Essentially, literature embedded in the curriculum has many benefits for literary and literacy development (Lehman, 2007, p.46). Literary learning is about learning through literature; using cooperative learning pedagogies, to empower young people with the knowledge and skills to be creative, critical and collaborative thinkers, who also love to read.
References
Browning, E. (2021). Bridging the gap between past and present: Narrative nonfiction in the primary history classroom. King’s College London.
Cornett, C.E. (2014). Creating meaning through literature and the arts: An integration resource for classroom teachers (5th ed.) Prentice Hall.
Harper, L.J. (2016). Using picture books to promote social-emotional literacy. Young Children, July, 80-86
Kostakis, W. (2018). We need to talk about this: Embracing challenging texts. Access, March, 6-11.
Larison, K.D. (2018). Taking the scientist’s perspective: The nonfiction narrative engages episodic memory to enhance students’ understanding of scientists and their practices. Science & Education, 27, 133-157.
Lehman, Lehman, B. A. (2007). Children’s literature and learning: Literacy study across the curriculum. Teachers College Press.
